Int. Strategies (I)	Assessment
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1. One of your students with more severe learning disabilities is using a tape recorder during his academic classes to help him self-monitor his time on-task. The studentīs math teacher has come to you voicing concern about the student using a tape recorder during class. How would you explain the advantages of using a self-management strategy to the math teacher?
	example:
		Self-management strategies help students learn how to independently accomplish tasks and change their own behavior. There are several advantages commonly associated with self-management strategies. The time taken to implement a self-management plan is minimal, which allows the teacher to spend more time focusing on class instruction. Students are directly involved in the planning and implementation of a self-management strategy and this can promote a sense of self-control and ownership for the student. Finally, a student who learns self-management strategies can carry these skills to new settings.

2. Describe what a neutralizing routine is and what type of intervention it represents.
	example:
		A neutralizing routine is a setting event intervention that is implemented before an antecedent event occurs. The purpose of a neutralizing routine is to engage in activities with the student that will decrease the likelihood of problem behavior when an antecedent event occurs. For instance, if a student is attempting to escape from nonpreferred tasks when a setting event has occurred, the teacher could implement a neutralizing routine. Spending time engaging in a highly preferred activity with the student before the presentation of a nonpreferred task is one example of a neutralizing routine. The neutralizing routine decreases the probability that the antecedent, in this case the presentation of the nonpreferred task, will trigger problem behavior.

3. Describe how an antecedent intervention may be used when a setting event occurs.
	example:
		A setting event intervention can involve making temporary modifications to the environment on days when a student experiences something unpleasant such as physical illness or pain. If the student engages in problem behavior to avoid a difficult task on days when setting events occur, an antecedent intervention can be implemented. For example, the antecedent intervention could involve modifying the task by decreasing the level of difficulty or presenting the task in such a way that the student has the opportunity to take frequent breaks. However, this antecedent intervention may only be needed on days when setting events occur.

4. Define response efficiency and discuss how it is related to both consequence interventions and strategies for replacing problem behavior with new skills.
	example:
		Response efficiency must be considered when teaching a student an alternative behavior that results in the same outcome as the problem behavior. Response efficiency refers to how much physical effort is required to perform a new desirable behavior, the schedule of reinforcement following the new behavior, the immediacy of the reinforcer, and the quality of the reinforcer. Interventions addressing consequences involve eliminating or decreasing the reinforcement a student receives for engaging in problem behavior. The student will continue to engage in problem behavior if the new, desirable response is not efficient. Therefore, consequence interventions are used in conjunction with teaching new skills to assure that students receive high levels of reinforcement for engaging in desirable behavior while the reinforcement for problem behavior is minimized.

5. How can a consequence intervention become a setting event that increases or decreases the likelihood that problem behavior will occur? Give one example describing how a consequence intervention can inadvertently increase the likelihood of problem behavior and one example that may lead to a decrease in problem behavior.
	example:
		An over-reliance on punishment procedures usually leads to an increase in problem behavior, including aggression. Punishment procedures frequently result in a higher level of demands and corrective statements within the environment and are associated with negative emotional responses. Consequently, an environment that overuses punitive methods of control may become a setting event that increases the likelihood of problem behavior. Noncontingent reinforcement strategies are designed to provide students reinforcement regardless of what they are doing, as long as they are not engaging in problem behavior. When this approach is implemented, a teacher delivers the same reinforcers that are maintaining problem behavior to a student on a time-based schedule. Noncontingent reinforcement strategies can decrease problem behaviors maintained by escape from nonpreferred or difficult tasks, or that occur in order to obtain attention, toys and other activities. Making the reinforcers a student seeks available on a regular basis reduces the value of that reinforcer and may be considered a setting event that decreases the likelihood of problem behavior.